B. Analyze a Model Argument Essay – W.8.1 (15 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

“I can identify the parts of a model argument essay and explain the purpose of each.”

• Display a Painted Essay® template, and direct students to gather this resource from Module 1. Have students Turn and Talk to a predesignated partner whom they will consult for the remainder of the lesson:

“Describe how this template is organized, and explain the name and purpose of each part of the template.” (Responses will vary, but students should share the purpose of each section, naming the colors and their correspondence to each part of the essay.)

• Display the Model Argument Essay: “How Farewell to Manzanar Conveys Jeanne’s Youth” again. Distribute colored pencils, and guide students in using these and their Painted Essay® template with their partners to color-code their Model Argument Essay: “How Farewell to Manzanar Conveys Jeanne’s Youth.”
• Read the first paragraph aloud as students follow along, stopping at “. . . happening around her at Manzanar.”
• Turn and Talk:

“What is the purpose of these sentences in the introduction paragraph? What color should these sentences be coded?” (These sentences are introducing the topic of the essay and providing context that the reader needs to know about the text and the film. They should be coded red.)

“Why is background information important to an argument essay?” (The background information is important for helping the reader understand the foundation of the argument.)

• Draw students’ attention to the word naivete in the introduction paragraph. As time allows, invite students to make a guess about the meaning of this word based on clues from context or affix knowledge (e.g., this word is related to the idea of Jeanne’s youth, so it probably refers to something childish; this word contains the word naive, which means something like inexperienced or young). Students can use dictionaries to confirm the precise meaning of this word.
• With students’ support, record the meaning of naivete (lack of experience, wisdom, or judgment) on the academic word wall, with translations in students’ home languages. Write synonyms or sketch a visual above the key term to scaffold students’ understanding. Invite students to record this word in their vocabulary logs.
• Focus students on the next sentence: “By looking at key moments of the text and the film, we can see that the film Farewell to Manzanar effectively conveys this significant idea of Jeanne’s youth impacting her understanding of events.”
• Turn and Talk:

“What is the purpose of this sentence? What color should it be coded?” (This sentence presents the argument, or main claim, that will be defended in this essay. It is the main idea that the reader should take away by the end of the essay. It should be coded green.)

“What is the writer’s claim or position in this argument essay? Use your own words.” (The film effectively conveyed the idea that Jeanne was young and did not fully understand the events of the text.)

• As needed, clarify the language students will use to name the parts of an argument essay. Remind students that in an argument essay, the focus statement is referred to as the main claim, and is color-coded green. Explain that, in an argument, we usually state just the “green” part of the focus in the introduction to the piece. This makes the main claim very clear and strong. The essay still makes points to support the main claim, but they are not stated in the introduction. Rather, the points will unfold as the argument develops.
• With students’ support, ensure the term main claim (focus statement) from Module 2 appears on the academic word wall and in their vocabulary logs.
• Direct students’ attention to the second paragraph of the Model Argument Essay: “How Farewell to Manzanar Conveys Jeanne’s Youth.” Read aloud Proof Paragraph 1.
• Ask:

“What is the job of this paragraph in the essay?” (to develop a point that explains how the film is effective in conveying a significant idea)

“What color should it be? Why?” (yellow, because it provides the first point to support the main claim)

“In this Proof Paragraph, what do you notice about where the evidence comes from?” (It comes first from the text, then from the film.)

• Read aloud Proof Paragraph 2.
• Ask:

“What is the job of this paragraph in the essay?” (to develop a point that explains how the film is effective in conveying a significant idea)

“What color should it be? Why?” (blue, because it provides the second point to support the main claim)

• Ensure students understand that the main claim states one main consideration. Two points, which are given and explained in each Proof Paragraph, support this main claim. For example, in the model, the two points the author uses to support the claim that the film effectively conveys a significant idea are the moment on the bus and Jeanne’s conversation with Mama about inu and the enemy. These are the basis of each Proof Paragraph.
• Direct students to the fourth paragraph of the essay. Read it aloud as students follow along.
• Remind students that this is a new kind of Proof Paragraph, one they saw in their Module 2 argument essay but did not see in their informative writing. Remind students that an argument is usually written about a complicated idea, one about which reasonable people can have different opinions. When constructing an argument, it is important to address possible opposition to their main claim. This is often called a counterclaim. There are several approaches to creating and using a counterclaim. In this essay, the author presents an alternate, valid claim, an opinion different from her own. She acknowledges it, but then uses it to support her own original claim. Explain that students will learn more about how to construct a counterclaim for a literary argument in later lessons.
• With students’ support, ensure the term counterclaim (a claim made to rebut a previous claim) from Module 2 appears on the academic word wall and in their vocabulary logs.
• Instruct students to color the counterclaim paragraph yellow because a counterclaim is just a special kind of Proof Paragraph. This counterclaim is offering more reasoning about why the film effectively conveys Jeanne’s youth affecting her understanding of internment, like the yellow Proof Paragraph.
• Draw students’ attention to the conclusion paragraph. Read it aloud as students follow along.
• Ask:

“What is the role of the conclusion in an argument essay?” (Responses will vary, but may include: to wrap up the piece by restating the claim and adding some additional thinking about why it is important.)

“How did you color-code the conclusion paragraph?” (The conclusion is green because it includes a restatement of and reflection on the claim.)

• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.